40 results
Search Results
2. Cohesion, Citizenship and Coherence: Schools' Responses to the British Values Policy
- Author
-
Vincent, Carol
- Abstract
This paper explores how teachers respond to the requirement to promote 'fundamental British values' (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy's ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils' engagement with the values.
- Published
- 2019
- Full Text
- View/download PDF
3. Cultivating Self-Worth among Dislocated Tibetan Undergraduate Students in a Chinese Han-Dominated National Key University
- Author
-
Yi, Lin and Wang, Lili
- Abstract
Drawing upon fieldwork conducted with a group of dislocated Tibetan undergraduate students of the "neidi ban" program in a Han-predominated university, this paper examines the ways in which these students make sense of their worlds. To achieve this, they have actively and engagingly organized a series of symbolically meaningful activities that draw on the symbolic resources from their cultural traditions, their specific educational trajectory, and their anticipation for the future. The paper, nonetheless, also questions in the conclusion how the program can sustain a promising future that is inseparable from the sense of self-worth among the Tibetan students. (Contains 2 notes.)
- Published
- 2012
- Full Text
- View/download PDF
4. The Excluded Citizenship Identity: Palestinian/Arab Israeli Young People Negotiating Their Political Identities
- Author
-
Pinson, Halleli
- Abstract
This paper explores the ways in which Arab/Palestinian high school students in Israel negotiate their civic and national identities. The paper draws upon qualitative data that included semi-structured interviews and focus groups with 20 students in an Arab Muslim high school. It focuses on the ways in which they make sense of the notion of citizenship and negotiate their position as Arab/Palestinian Muslim citizens in a Jewish state. The paper attempts to go beyond common conceptualisations of political identities of the Arab/Palestinian minority in Israel. It suggests that Arab/Palestinian students are aware of the politics of citizenship in Israel and draw upon different discourses of citizenship and meanings of inclusion in defining their belongings. (Contains 5 notes.)
- Published
- 2008
- Full Text
- View/download PDF
5. From Savage to Citizen: Education, Colonialism and Idiocy
- Author
-
Simpson, Murray K.
- Abstract
In constructing a framework for the participation and inclusion in political life of subjects, the Enlightenment also produced a series of systematic exclusions for those who did not qualify: including "idiots" and "primitive races". "Idiocy" emerged as part of wider strategies of governance in Europe and its colonies. This opened up the possibility for pedagogy to become a key technology for the transformation of the savage, uncivilised Other into the citizen. This paper explores the transformative role of pedagogy in relation to colonial discourse, the narrative of the wild boy of Aveyron--a feral child captured in France in 1800--and the formation of a medico-pedagogical discourse on idiocy in the nineteenth century. In doing so, the paper shows how learning disability continues to be influenced by same emphasis on competence for citizenship, a legacy of the colonial attitude. (Contains 1 figure.)
- Published
- 2007
- Full Text
- View/download PDF
6. Citizenship Discourses: Production and Curriculum
- Author
-
Olson, Maria, Fejes, Andreas, Dahlstedt, Magnus, and Nicoll, Katherine
- Abstract
This paper explores citizenship discourses empirically through upper secondary school student's understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen--a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible "free" citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.
- Published
- 2015
- Full Text
- View/download PDF
7. Investigating Ofsted's inclusion of cultural capital in early years inspections.
- Author
-
Wilson-Thomas, Juliette and Brooks, Ruby Juanita
- Subjects
- *
CULTURAL capital , *CITIZENSHIP , *FEMINISM , *WOMEN employees - Abstract
In 2019 Ofsted introduced cultural capital (CC) into the Early Years Inspection Handbook and defined it as 'essential knowledge' related to 'educated citizenship'. This paper investigates Ofsted's use of CC to critically examine the potential implications for early years work. Due to the feminised nature of early years work, a critical feminist approach is engaged to explore the potential impact of introducing CC into the regulation of the sector. This paper examines the differences between Ofsted's use of CC, CC's theoretical origins, and analyses sector responses. Our contention is that how Ofsted have employed CC may represent 'symbolic violence' against the working-class women working in the early years, by further devaluing their habitus and sustaining the stratification of society through forms of capital. This paper is the first to interrogate CC in Ofsted's early years documentation, and will have an international impact for any countries following UK education practices. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
8. Young People Mobilizing the Language of Citizenship: Struggles for Classification and New Meaning in an Uncertain World
- Author
-
Kennelly, Jacqueline and Dillabough, Jo-Anne
- Abstract
This paper presents research findings from an ethnographic study carried out with 24 low-income youths (ages 14-16) living on the economic fringes of urban inner-city Vancouver, British Columbia, Canada. Our primary aims are: to expose the stratified subcultural articulations of citizenship as they are expressed, through language and symbol, by the young people within our study; and to demonstrate how critiques of (neo-)liberalism in political thought, when combined with a cultural sociology of youth, might alter our subcultural reading of young people's conceptions of citizenship under the dynamics of radical social change. Our ultimate goal is to develop a more nuanced sociological examination of the ways in which young people deploy and utilize the language of citizenship as part of their own cultural struggles, exacerbated in times of state retrenchment, to classify themselves and others as one method of achieving visibility and legitimacy in urban concentrations of poverty. (Contains 3 figures and 10 notes.)
- Published
- 2008
- Full Text
- View/download PDF
9. Widening the Gap: Pre-University Gap Years and the 'Economy of Experience'
- Author
-
Heath, Sue
- Abstract
Embarking upon a pre-university gap year is an increasingly popular option among British students. Drawing on Brown et al.'s work on positional conflict theory and the increased importance of the "economy of experience", this paper seeks to explore this growing popularity and argues that the gap year's enhanced profile raises important questions concerning the processes by which certain groups of young people are able to gain advantage over others during a period of educational expansion. Indeed, it is arguably no coincidence that the gap year's popularity has taken off in parallel with this expansion, as the gap year emerges as an important means of "gaining the edge" over other students in the context of increased competition for entry to elite institutions.
- Published
- 2007
10. State, Governmentality and Education--the Nordic Experience.
- Author
-
Kivinen, Osmo and Rinne, Risto
- Abstract
Interrogates the prevailing concept of the state as a regulative idea. Introduces Michel Foucault's notion of "governmentality" and investigates how it has historically been linked to education and to the Scandinavian "Caring State." Explores changing tasks of education and the nature of social contracts that could correspond to the new social conditions. (CMK)
- Published
- 1998
11. Ethno-nationalism in citizenship education in Israel: an analysis of the official civics textbook.
- Author
-
Pinson, Halleli and Agbaria, Ayman K.
- Subjects
HIGH schools ,TEXTBOOKS ,CITIZENSHIP ,CURRICULUM planning - Abstract
Over the past few years, the civics curriculum for Israeli high-schools has become the centre of a heated political debate. Following this debate, in May 2016 a revised official textbook was introduced. This paper draws on an in-depth analysis of the revised official textbook, comparing it to the previous official textbook published in 2000. The analysis focuses on the discursive changes that took place regarding the ways in which the revised textbook conceptualises Israeli citizenship. A particular focus is placed on how the revised version of the official textbook often prioritises the ethno-national model of the nation state over and above the commitment to democratic values, including minority rights. The main argument of this paper is that these changes are a reflection of the penetration of a neo-Zionist discourse into the civics curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
12. From assisted places to free schools: subsidizing private schools for the Northern English middle classes.
- Author
-
Gamsu, Sol
- Subjects
FREE schools ,MIDDLE class ,RADICALISM ,CITIZENSHIP ,DISCOURSE analysis - Abstract
This paper examines how the English educational state has consistently acted to support private schooling in areas where fee-paying schools would be otherwise financially unviable. Educational data on private school participation since the 2008 financial crisis reveals the stark regional divides between London and the South-East of England and the rest of the country. This analysis of contemporary trends is framed within a historical understanding of the spatial dualism of the English middle class in relation to education. The paper traces the policy lineages of the spatial logic of state subsidies for elite models of schooling in northern England, noting the continuity between Direct Grant grammar schools, the Assisted Places scheme and the recent conversion of private schools into state-funded academy or free schools. A review of applications from private schools to become free schools highlights, how differentiated local class structures affect the viability of elite education without state support. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
13. Moving toward decoloniality in short-term study abroad under New Colombo: constructing global citizenship.
- Author
-
Schulz, Sam and Agnew, Deborah
- Subjects
CITIZENSHIP ,DISCOURSE analysis ,STEREOTYPES ,BLACK history ,UNDERGRADUATES - Abstract
This paper focuses on an Australian university short-term study abroad programme in India part-funded by the Australian Government New Colombo Plan – an initiative that facilitates transformative people-to-people encounters. Our chief interest is extending our reach, through photo diaries and interviews, to understand how participants' experiences are transformative, how their knowledge production practices contribute towards constructions of global citizenship, and where opportunities to shape future participants' learning may exist. We explore decolonial possibilities for short-term study abroad under New Colombo, contextualising our inquiries historically while exploring the concepts of global citizenship and decoloniality – ideas that provide a framework for analysis. Although short-term ventures are problematic for enabling two-way benefits, we contemplate how such programmes may still offer space for moving toward decoloniality. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
14. Self, Space and Place: youth identities and citizenship.
- Author
-
Hall, Tom, Coffey, Amanda, and Williamson, Howard
- Subjects
IDENTITY (Psychology) in youth ,SOCIAL change ,CITIZENSHIP ,LEISURE - Abstract
This paper is concerned with questions of identity, citizennship and social change as these are experienced by young people in the UK today. In the course of recent changes to the context and content of youth transitions the notion of citizenship has come to the fore as a means of discussing young people's move into independent membership of society. Debates about citizenship in the UK currently encompass a range of complex themes -- competency, responsibility and active (community) participation -- which go beyond an understanding of citizenship as a simply technical or legal term. In this paper we adopt a broad conceptualization of citizenship in order to explore the identity work that young people engage in as they negotiate their way through to social majority. In particular, we consider how young people's need for space, and their emergent sense of place, are aspects of a citizenship identity which young people 'learn', work at and negotiate over in their leisure time. [ABSTRACT FROM AUTHOR]
- Published
- 1999
- Full Text
- View/download PDF
15. Community and Collectivism: the role of parents' organizations in the education system.
- Author
-
Vincent, Carol
- Subjects
COLLECTIVISM (Social psychology) ,EDUCATION ,CITIZENSHIP ,HEGEMONY ,HOMOGENEITY - Abstract
This paper outlines the theoretical and empirical starting-points for a research project addressing the role of parents' organizations in the education system. It argues that a study of relationships conducted between homes, schools and parents' groups and organisations has the potential to illuminate key concepts an education, considering as examples `citizenship' and `community'. The paper as divided into three main sections. The first briefly describes the study's background, its scope and methodology. The second section considers the use of some of Antonio Gramsci`s work in providing a theoretical starting-point with which to explore the construction and maintenance of hegemonic discourses surrounding parenting. The concluding section of the paper widens the discussion to consider two key concepts, community and citizenship. It is argued that the discursive positioning of these concepts, in other words, how they are understood and defined, influences the ways in which relationships between parents and the education system are perceived and constructed. This is illustrated with reference to readings of `citizenship' and `community' which emphasis, not consensus and homogeneity as in traditional definitions, but conflict, difference and multiplicity. The paper concludes that there is a continued need for empirical data focusing on everyday citizen and citizen-state interactions. Such reveal how individuals live within, and understand and experience these relationships. [ABSTRACT FROM AUTHOR]
- Published
- 1997
- Full Text
- View/download PDF
16. The marginality of migrant children in the urban Chinese educational system.
- Author
-
Wang, Lu
- Subjects
SOCIAL marginality ,EDUCATION of children of migrant laborers ,CITY children ,SOCIAL stratification ,DISCRIMINATION in education - Abstract
The present paper explores issues of the educational marginality of migrant children in urban settings in two cities in China. The numbers of urban migrants exceed 100 million and are growing as China modernizes. This is creating tensions between residents and recent arrivals who lack residential registration and access to public services. As a result, migrant children often attend informal, private and usually unregulated schools of low quality organized by their communities. These tend to reinforce social stratification and reproduce marginality across the generations. The paper argues that state failure to provide basic education risks a growing divide between urban residents and recent migrants that has social consequences that must be addressed to remove discriminatory practices and resolve potential conflicts between hosts and migrant communities. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
17. From the Crick Report to the Parekh Report: multiculturalism, cultural difference, and democracy--the re-visioning of citizenship education 1.
- Author
-
Olssen, Mark
- Subjects
MULTICULTURALISM ,CITIZENSHIP ,EDUCATION ,SOCIAL structure ,CULTURE ,SOCIAL policy - Abstract
This paper attempts to develop a more sophisticated notion of multiculturalism in Britain. It starts by examining the philosophical basis of the Crick Report on citizenship education to resolve the theoretical tension between liberal and multicultural approaches to the subject. To achieve this resolution, it compares the Crick Report to the Parekh Report on the Future of Multi Ethnic Britain, published on 11 th October 2000. The Parekh report is then used to critique the Crick report and re-theorise the practical imperatives of multicultural citizenship education. I claim that the Crick report, typical of liberal analyses, is suspicious of departure from the presumption of a unified social structure, and represents citizenship education as the imposition of a uniform standard applied to all groups and peoples. On this basis it is claimed that, although the Crick Report's conception of citizenship fails to adequately take account of cultural difference, it need not do so, as there is room within liberal approaches to citizenship education for a recognition of difference. The paper explains how such a resolution can be effected. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
18. Citizenship, Education and Postmodernity.
- Author
-
Gilbert, Rob
- Subjects
CITIZENSHIP ,ALLEGIANCE ,EDUCATIONAL sociology ,EDUCATION policy ,EDUCATION & politics ,POLITICAL science - Abstract
This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide-ranging implications for knowledge, morality, politics and individual identities In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life It is argued that such a concept can reform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education. [ABSTRACT FROM AUTHOR]
- Published
- 1992
- Full Text
- View/download PDF
19. No trade-off between parent choice and democratic citizenship: a comparison of 9th grade pupils in Danish Muslim and state schools.
- Author
-
Mouritsen, Per, Vestergaard Ahrensberg, Nanna, and Kriegbaum Jensen, Kristian
- Subjects
PUBLIC finance ,RELIGIOUS minorities ,CITIZENSHIP ,MUSLIMS - Abstract
The public funding or even toleration of religious minority schools, particularly Muslim faith schools, is controversial in West European countries. Political theorists often posit that parents' right to choose these schools conflicts with the equally or more important societal concerns with child autonomy and civic integration or education to liberal-democratic citizenship. Yet, few empirical studies have addressed the issue and findings are mixed. Using unique survey and administrative data on ninth grade pupils in Danish Muslim schools compared to Muslims in state schools, the study finds no indication of lower levels of civic integration in terms of national belonging, social trust and outgroup prejudice, or liberal democratic orientation, indeed Muslim schools seem to do a little better. Different explanations for this are possible, and the findings may not be generalizable to other national contexts, but they do cast some doubt on present political hostility towards the schools. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
20. Academic Brexodus? Brexit and the dynamics of mobility and immobility among the precarious research workforce.
- Author
-
Courtois, Aline and Sautier, Marie
- Subjects
TEACHER mobility ,BREXIT Referendum, 2016 ,FOREIGN workers ,PRECARITY ,SOCIAL belonging ,CITIZENSHIP - Abstract
The article contributes to the emerging literature on the intersection of academic mobility and precarity by examining the impact of the 2016 Brexit referendum result on the mobility and immobility projects of migrant academics on temporary contracts. We draw on 22 interviews conducted with early-career researchers in the UK and Switzerland. We examine how the Brexit process threatened participants' sense of citizenship and belonging, heightening their sense of vulnerability both as migrants and as temporary workers, sometimes making immobility the only viable option. We show how it made visible hidden hierarchies and fault lines, prompting unequal strategies as researchers struggled to maintain their prerogatives as members of their communities. Passport privilege and the 'good migrant' figure emerged as central to these individualised strategies. The article challenges the framing of academic mobility as a natural and beneficial career move for early-career researchers grappling with the added uncertainties caused by Brexit. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
21. Miners, diggers, ferals and show‐men: school–community projects that affirm and unsettle identities and place?
- Author
-
Thomson, Pat
- Subjects
- *
SOCIOLOGISTS , *DYSTOPIAS , *FEDERAL government , *CITIZENSHIP , *COMMUNITARIANISM , *INFRASTRUCTURE (Economics) , *CURRICULUM , *SCHOOLS , *RESEARCH - Abstract
Many contemporary sociologists suggest that a feature of modern life is that the practices and identities associated with ‘place’ are eroded. The local no longer matters in everyday life as it once did. Some national governments are persuaded of the possibility of an urban dystopia of Orwellian dimensions, and have found a response in theories and rhetorics of social capital, citizenship and communitarianism. They have instituted strategies to address an imaginary of harmonious local communities. In this paper I examine one such government intervention and show how four schools in Tasmania, Australia, took up the invitation to strengthen ties with their local communities. The projects reveal that the local still exists and matters, but they also hint at other possibilities. I argue that by working with a ‘place‐based’ curriculum to assist young people in building local networks and engaging productively with their local neighbourhoods, schools might provide important resources for identity‐building and learning. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
22. Social inequality in Catholic schools in Scotland in the second half of the twentieth century.
- Author
-
Paterson, Lindsay
- Subjects
CATHOLIC schools ,CITIZENSHIP ,PRIMARY school teachers ,UNDERGRADUATES ,WORKING class - Abstract
Denominational secondary schools in Scotland have been an influential means by which Catholics have achieved full social citizenship. Most of the Catholic population of Scotland has its origins in late-nineteenth-century migration from Ireland into low-skilled occupations. Although the church built a system of Catholic primary schools, it could not afford to extend this for secondary education, and so a compromise of 1918 allowed the state to take over the funding and management of almost all Catholic schools while the church retained a role in appointing teaching staff. The resulting public-sector secondary schools provided the Catholic population with unprecedented opportunities. The patterns of social and educational change affecting Catholic schools are studied here using a unique series of surveys of school leavers covering the whole of the second half of the twentieth century. Supplemental data for this article is available online at . [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
23. Participatory capital: Bourdieu and citizenship education in diverse school communities
- Author
-
Bronwyn E. Wood
- Subjects
Sociology and Political Science ,media_common.quotation_subject ,Gender studies ,Cultural capital ,Active citizenship ,Social studies ,Education ,Capital (economics) ,Cultural diversity ,Sociology ,Social science ,Citizenship ,media_common ,Social theory ,Social capital - Abstract
A priority toward creating ‘active’ citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This paper reports on research that explored the citizenship perceptions and practices of New Zealand social studies teachers and students from four diverse geographic and socio-economic school communities. Attention was drawn to the scale of their citizenship orientations and participation (local/global). Drawing on Bourdieu’s conceptual triad and his species of capital in particular, the author posits that the differences observed between school communities can be usefully explained by a concept of participatory capital. The paper concludes with some reflections on the implications for young people who fail to access the ‘symbolic’ global participatory capital associated with...
- Published
- 2013
24. Cultivating self-worth among dislocated Tibetan undergraduate students in a Chinese Han-dominated national key university
- Author
-
Lili Wang and Lin Yi
- Subjects
Coping (psychology) ,Sociology and Political Science ,media_common.quotation_subject ,Self-concept ,Academic achievement ,Education ,Cultural diversity ,Pedagogy ,The Symbolic ,Sociology ,Self worth ,Social science ,Chinese han ,Citizenship ,media_common - Abstract
Drawing upon fieldwork conducted with a group of dislocated Tibetan undergraduate students of the neidi ban program in a Han-predominated university, this paper examines the ways in which these students make sense of their worlds. To achieve this, they have actively and engagingly organized a series of symbolically meaningful activities that draw on the symbolic resources from their cultural traditions, their specific educational trajectory, and their anticipation for the future. The paper, nonetheless, also questions in the conclusion how the program can sustain a promising future that is inseparable from the sense of self-worth among the Tibetan students.
- Published
- 2012
25. The excluded citizenship identity: Palestinian/Arab Israeli young people negotiating their political identities
- Author
-
Halleli Pinson
- Subjects
Jewish state ,Sociology and Political Science ,media_common.quotation_subject ,Identity (social science) ,Gender studies ,Focus group ,Education ,Negotiation ,Politics ,Social integration ,Sociology ,Citizenship ,Inclusion (education) ,media_common - Abstract
This paper explores the ways in which Arab/Palestinian high school students in Israel negotiate their civic and national identities. The paper draws upon qualitative data that included semi‐structured interviews and focus groups with 20 students in an Arab Muslim high school. It focuses on the ways in which they make sense of the notion of citizenship and negotiate their position as Arab/Palestinian Muslim citizens in a Jewish state. The paper attempts to go beyond common conceptualisations of political identities of the Arab/Palestinian minority in Israel. It suggests that Arab/Palestinian students are aware of the politics of citizenship in Israel and draw upon different discourses of citizenship and meanings of inclusion in defining their belongings.
- Published
- 2008
26. A crisis in education? An Arendtian perspective on citizenship and belonging in France and England.
- Author
-
Welply, Oakleigh
- Subjects
EDUCATION ,CITIZENSHIP ,POLITICAL theology ,ETHNOLOGY - Abstract
This article draws together a comparative sociological analysis and a political theory perspective to interpret children's views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and belonging in France and England. The article presents research findings from a cross-national ethnographic study with children aged 10 and 11 years in two primary schools, one in France and one in England. This article shows that children's views generally reflected national value orientations around citizenship and belonging, but that these conceptions of citizenship were not always fully understood by children, and masked, in some cases, deeper mechanisms of exclusion. This raises questions about the place of citizenship in education in France and England, and calls for a deeper understanding of the ways in which conceptions of citizenship are formed through children's experience of school. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
27. The right to learn our (m)other tongues: indigenous languages and neoliberal citizenship in El Salvador and Mexico.
- Author
-
Gellman, Mneesha
- Subjects
NATIVE language ,NEOLIBERALISM ,CITIZENSHIP ,MULTICULTURAL education - Abstract
This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational content and the language of school instruction. I address the effects of state agendas in schools on the politics of multiculturalism and argue that the absence of state commitment to bilingual, intercultural education undermines democratization efforts by marginalizing certain types of citizens more than others. By considering ethnic minority education in both El Salvador and Mexico, I analyze in a comparative perspective the ways that indigenous people have been rendered invisible as citizens unless they are willing to assimilate in the arena of formal education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
28. Are education and nationalism a happy marriage? Ethno-nationalist disruptions of education in Dutch classrooms.
- Author
-
Siebers, Hans
- Subjects
NATIONALISM ,MULTICULTURALISM ,ETHNIC conflict ,CITIZENSHIP education ,COMMUNITARIANISM - Abstract
Following Gellner, citizenship education has often been framed in terms of nationalism. This framing is supported by methodological nationalism that legitimizes nationalism as either functional (civic nationalism) or natural (ethnic nationalism). Based on a triangulation of qualitative and quantitative data, this study of the dynamics in the classes of a Dutch faculty of social professions highlights the disruptive impact of nationalism on citizenship education, spilling over to other courses as well. Ethno-nationalist discourses in Dutch media and politics as well as in multiculturalism approaches used in citizenship education fuel conflicts between non-migrant students and students with a migration background that disrupt education. It is argued that in globalized settings like these classes, a more viable approach to citizenship education would take an institutional instead of communitarian perspective. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
29. Planning Mobile Futures: The Border Artistry of International Baccalaureate Diploma Choosers
- Author
-
Doherty, Catherine, Mu, Li, and Shield, Paul
- Published
- 2009
- Full Text
- View/download PDF
30. Self, Space and Place: Youth identities and citizenship
- Author
-
Thomas Adrian Hall, Amanda Coffey, and Howard Williamson
- Subjects
Sociology and Political Science ,Conceptualization ,Higher education ,business.industry ,media_common.quotation_subject ,Socialization ,Social change ,Sense of place ,Gender studies ,Education ,Negotiation ,Sociology ,business ,Competence (human resources) ,Citizenship ,media_common - Abstract
This paper is concerned with questions of identity, citizenship and social change as these are experienced by young people in the UK today. In the course of recent changes to the context and content of youth transitions the notion of citizenship has come to the fore as a means of discussing young people's move into independent membership of society. Debates about citizenship in the UK currently encompass a range of complex themes - competency, responsibility and active (community) participation which go beyond an understanding of citizenship as a simply technical or legal term. In this paper we adopt a broad conceptualization of citizenship in order to explore the identity work that young people engage in as they negotiate their way through to social majority. In particular, we consider how young people's need for space, and their emergent sense of place, are aspects of a citizenship identity which young people 'learn', work at and negotiate over in their leisure time.
- Published
- 1999
31. Community and Collectivism: the role of parents’ organisations in the education system
- Author
-
Carol Vincent
- Subjects
Hegemony ,Sociology and Political Science ,Scope (project management) ,Conceptualization ,business.industry ,media_common.quotation_subject ,Collectivism ,Public relations ,Education ,Work (electrical) ,Section (archaeology) ,Sociology ,Social science ,business ,Citizenship ,Educational systems ,media_common - Abstract
This paper outlines the theoretical and empirical starting‐points for a research project addressing the role of parents’ organisations in the education system. It argues that a study of relationships conducted between homes, schools and parents’ groups and organisations has the potential to illuminate key concepts in education, considering as examples ‘citizenship’ and ‘community’. The paper is divided into three main sections. The first briefly describes the study's background, its scope and methodology. The second section considers the use of some of Antonio Gramsci's work in providing a theoretical starting‐point with which to explore the construction and maintenance of hegemonic discourses surrounding parenting. The concluding section of the paper widens the discussion to consider two key concepts, community and citizenship. It is argued that the discursive positioning of these concepts, in other words, how they are understood and defined, influences the ways in which relationships between pa...
- Published
- 1997
32. The university, democracy and the public sphere.
- Author
-
Holmwood, John
- Subjects
CITIZENSHIP ,SOCIAL & economic rights ,CORPORATIONS ,NEOLIBERALISM ,DEMOCRACY ,HIGHER education ,YOUNG adults - Abstract
This article takes a historical approach to the rise and fall of the public university, relating its fate to specific developments in public policy. Particular attention will be paid to the United Kingdom since it has developed an explicit drive towards the marketization of higher education in the context of an earlier commitment to public higher education, although the latter was initially first developed in the United States. Both countries are typically characterized as liberal policy regimes and therefore the article considers how wider social structures are implicated in recent changes to higher education. In particular, the article addresses how the functions of the university and its corporate form are being transformed and relates this to wider developments in the nature of the corporation and the relation between business and citizenship (or market and democracy). [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
33. Cohesion, citizenship and coherence: schools’ responses to the British values policy
- Author
-
Carol Vincent
- Subjects
Sociology and Political Science ,media_common.quotation_subject ,Teaching method ,05 social sciences ,050301 education ,Social value orientations ,Policy analysis ,0506 political science ,Education ,Nationalism ,Cohesion (linguistics) ,Social integration ,Pedagogy ,050602 political science & public administration ,Sociology ,Philosophy of education ,0503 education ,Citizenship ,media_common - Abstract
This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teache...
- Published
- 2018
34. Higher education and feminism in the Arab Gulf.
- Author
-
Findlow, Sally
- Subjects
HIGHER education ,HIGHER education of women ,WOMEN'S education ,FEMINISM & higher education ,PSYCHOLOGY ,SOCIAL conditions of women - Abstract
This article explores how higher education is being conceptualized as part of a neo-liberal ‘feminist’ social change project in the post-imperial context of the Arab Gulf. Challenging the tendency to essentialised treatments of gender and women in Muslim countries, it makes visible the diverse experiences and views of a particular group of Gulf purposively sampled women – students, graduates and academics – as it explores how they are situating themselves against available feminist narratives, how they are seeing themselves as citizens and political actors, and how higher education’s spaces and constraints are mediating these processes. A conflicted picture emerges, of mass higher education helping provide women with radical ideas and ambitions, and helping to make public demands and assert self-representation, while their freedoms to act are limited by underlying hegemonic structures that are still predominantly male and against which women variously rationalize their strategic conformity. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
35. Citizenship discourses: production and curriculum
- Author
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Katherine Nicoll, Magnus Dahlstedt, Andreas Fejes, and Maria Olson
- Subjects
Secondary level ,Sociology and Political Science ,Pedagogy ,Discourse analysis ,media_common.quotation_subject ,Condition of possibility ,Pedagogik ,Education ,Production (economics) ,Sociology ,Social science ,Citizenship education ,Curriculum ,Citizenship ,citizenship education ,citizenship discourses ,curriculum ,citizenship ,Foucault ,condition of possibility ,media_common - Abstract
This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.
- Published
- 2014
36. Young people mobilizing the language of citizenship: struggles for classification and new meaning in an uncertain world
- Author
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Jacqueline Kennelly and Jo-Anne Dillabough
- Subjects
Sociology of culture ,Sociology and Political Science ,media_common.quotation_subject ,Discourse analysis ,Social change ,Ethnic group ,Gender studies ,Education ,Politics ,Retrenchment ,Sociology ,Citizenship ,Legitimacy ,media_common - Abstract
This paper presents research findings from an ethnographic study carried out with 24 low‐income youths (ages 14–16) living on the economic fringes of urban inner‐city Vancouver, British Columbia, Canada. Our primary aims are: to expose the stratified subcultural articulations of citizenship as they are expressed, through language and symbol, by the young people within our study; and to demonstrate how critiques of (neo‐)liberalism in political thought, when combined with a cultural sociology of youth, might alter our subcultural reading of young people's conceptions of citizenship under the dynamics of radical social change. Our ultimate goal is to develop a more nuanced sociological examination of the ways in which young people deploy and utilize the language of citizenship as part of their own cultural struggles, exacerbated in times of state retrenchment, to classify themselves and others as one method of achieving visibility and legitimacy in urban concentrations of poverty.
- Published
- 2008
37. Widening the gap: pre‐university gap years and the ‘economy of experience’
- Author
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Sue Heath
- Subjects
Sociology and Political Science ,media_common.quotation_subject ,Context (language use) ,Popularity ,Education ,Competition (economics) ,Economy ,Elite ,Sociology ,Conflict theories ,Sociology of Education ,Citizenship ,Period (music) ,media_common - Abstract
Embarking upon a pre‐university gap year is an increasingly popular option among British students. Drawing on Brown et al.’s work on positional conflict theory and the increased importance of the ‘economy of experience’, this paper seeks to explore this growing popularity and argues that the gap year’s enhanced profile raises important questions concerning the processes by which certain groups of young people are able to gain advantage over others during a period of educational expansion. Indeed, it is arguably no coincidence that the gap year’s popularity has taken off in parallel with this expansion, as the gap year emerges as an important means of ‘gaining the edge’ over other students in the context of increased competition for entry to elite institutions.
- Published
- 2007
38. Miners, diggers, ferals and show‐men: school–community projects that affirm and unsettle identities and place?
- Author
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Pat Thomson
- Subjects
Dystopia ,Sociology and Political Science ,Social network ,business.industry ,media_common.quotation_subject ,Gender studies ,Education ,Communitarianism ,Sociology ,Social science ,Everyday life ,business ,Citizenship ,Curriculum ,Cultural pluralism ,media_common ,Social capital - Abstract
Many contemporary sociologists suggest that a feature of modern life is that the practices and identities associated with ‘place’ are eroded. The local no longer matters in everyday life as it once did. Some national governments are persuaded of the possibility of an urban dystopia of Orwellian dimensions, and have found a response in theories and rhetorics of social capital, citizenship and communitarianism. They have instituted strategies to address an imaginary of harmonious local communities. In this paper I examine one such government intervention and show how four schools in Tasmania, Australia, took up the invitation to strengthen ties with their local communities. The projects reveal that the local still exists and matters, but they also hint at other possibilities. I argue that by working with a ‘place‐based’ curriculum to assist young people in building local networks and engaging productively with their local neighbourhoods, schools might provide important resources for identity‐building and le...
- Published
- 2006
39. From the Crick Report to the Parekh Report: multiculturalism, cultural difference, and democracy—the re‐visioning of citizenship education1
- Author
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Mark Olssen
- Subjects
Sociology and Political Science ,media_common.quotation_subject ,Presumption ,Subject (philosophy) ,Racism ,Democracy ,Education ,Epistemology ,Individualism ,Law ,Multiculturalism ,Sociology ,Citizenship ,Cultural pluralism ,media_common - Abstract
This paper attempts to develop a more sophisticated notion of multiculturalism in Britain. It starts by examining the philosophical basis of the Crick Report on citizenship education to resolve the theoretical tension between liberal and multicultural approaches to the subject. To achieve this resolution, it compares the Crick Report to the Parekh Report on the Future of Multi Ethnic Britain, published on 11th October 2000. The Parekh report is then used to critique the Crick report and re‐theorise the practical imperatives of multicultural citizenship education. I claim that the Crick report, typical of liberal analyses, is suspicious of departure from the presumption of a unified social structure, and represents citizenship education as the imposition of a uniform standard applied to all groups and peoples. On this basis it is claimed that, although the Crick Report’s conception of citizenship fails to adequately take account of cultural difference, it need not do so, as there is room within liberal app...
- Published
- 2004
40. Citizenship, Education and Postmodernity
- Author
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Rob Gilbert
- Subjects
Postmodernity ,Sociology and Political Science ,media_common.quotation_subject ,Environmental ethics ,Morality ,Postmodernism ,Education ,Politics ,Sociology ,Good citizenship ,Social science ,Everyday life ,Citizenship ,Curriculum ,media_common - Abstract
This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide‐ranging implications for knowledge, morality, politics and individual identities. In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions: Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images. A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life. It is argued that such a concept can inform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education.
- Published
- 1992
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